<p><span>Our</span><span> societ</span><span>ies are</span><span> violently hit by the implications of climate change. The </span><span>IPCC</span><span> keeps on </span><span>waving red flags </span><span>to the governments since its creation</span><span> but </span><span>few progress has been made, most of the proposed decisions</span> <span>do not rely on scientific facts</span><span><span>.</span></span></p><p><span>Article 12 of Paris agreement requests that states made necessary efforts to inform and educate people. </span><span>Teaching scientific data on climate change to K12 is our duty to provide them with the required knowledge and competencies to face challenges</span><span> of the future.</span></p><p><span>O</span><span>ur proposal is to tackle climate change </span><span><span>awareness</span></span><span> and </span><span>training through a global multilevel approach whose starting point is </span><span>to</span><span> measure meteorological parameters within </span><span>the classroom or</span><span> the school, </span><span>then</span><span> reach </span><span>the</span><span> use of digital data on climate projections </span><span><span>computed</span></span><span> by international laboratories. </span></p><p><span>1. </span><span>Using a </span><span>thermometer </span><span>in primary schools</span> <span>:</span> <span><span>an</span></span> <span>easy tool </span><span>to</span><span> </span><span><span>establish </span></span><span><span> a scientific approach</span></span><span> </span><span><span>to</span></span><span><span> weather</span></span> <span>and </span><span>stimulate </span><span>student&#8217;s</span> <span><span>curiosity</span></span><span> to go further. </span><span>The aim is to bring pupils from the empiric observation of the temperature</span> <span>to quantitative measurement</span><span>s of temperature.</span> <span>It </span><span>can lead to understand that differences </span><span>between</span><span> observed temperatures contribute to the definition / recognition of seasons</span><span><span> and their</span></span><span> change</span><span>s</span><span> across time. </span></p><p><span>2. </span><span><span>W</span></span><span>eather-station : </span><span>one of </span><span>the </span><span><span>best multi-purpose device</span></span><span><span>s </span></span><span>for lower secondary school</span><span>s</span><span>. </span><span><span>It</span></span><span> is </span><span>a </span><span>visible </span><span>signal for famil</span><span>ies</span><span>, pupils, administration</span><span>s</span><span>. </span> <span><span>D</span></span><span>escribing the variations in time or in space,</span><span><span> smoothly bring the pupils from the weather observed to the parameters of local or regional climate; </span></span><span><span>it is</span></span><span><span> a first approach of the difference between errors and uncertainties.</span></span></p><p><span>3. </span><span><span>Mathematical m</span></span><span>odels and acces</span><span>s</span><span> to laboratory resources : </span><span>scientific resource to </span><span><span>tackle</span></span><span> climate change in upper secondary schools. Even if the equations are too complex for </span><span>a </span><span>student to manipulate, </span><span><span>students</span></span><span> will get access to results computed in laboratories. </span><span>It will lead to giv</span><span>ing an insight </span><span>to global </span><span><span>or</span></span><span> regional models and to the scenarios </span><span>which </span><span>tak</span><span>e </span><span>into account the long term variation of </span><span><span>constraints</span></span><span> on the models</span><span> to build</span><span> climate projections.</span></p><p><span>Understanding does not mean </span><span><span>blind acceptation</span></span> <span>and </span><span>the role of science teachers is to provide the students with the necessary skills and knowledge to be able to understand the </span><span>climate </span><span>situation and its evolution. </span><span>In any case social acceptance will be facilitated when citizens understand the facts and reasons that </span><span><span>back</span></span><span> uncomfortable decisions or actions.</span></p>
Climate change is an environmental and existential issue of great urgency, especially for today’s youth. Until recently, the French national school curriculum had not given students much opportunity to learn about climate change (CC), its causes and repercussions, and mitigating measures to reach sustainable climate conditions. This article describes a six-week participatory, experiential workshop that brought together two groups of French students (one age 10 and the other age 16) to learn and teach each other about CC. Older students learned about the Conference of the Parties, COP21 Paris agreement and the IPCC climate findings and recommendations. Together the two groups developed greater understanding about CC, and proposed concrete environmental actions that they could undertake at home and in their local district to reduce greenhouse gas (GHG) emissions. We examine four products of their collaboration: slide presentations that they created jointly, students’ written reflections on learning about sustainability and CC, the group’s list of proposed personal and family actions to decrease their carbon footprint, and notes from a meeting with local governmental officials. We draw inferences from these sources, and extract two recurrent themes in the students’ learning. These themes highlight a mismatch between youth’s sense of urgency to respond to the climate emergency and the older generation’s sluggish pace of addressing it. This article is a qualitative case study of a successful attempt to raise students’ awareness of sustainability and climatic issues, and to involve them in thinking collaboratively with others about the tasks ahead to address the problem of climate change from a local perspective.
Climate change is an environmental and existential issue of great urgency, especially for today’s youth. Until recently, the French national school curriculum had not given students much opportunity to learn about climate change (CC), its causes and repercussions, and mitigating measures to reach sustainable climate conditions. This article describes a six-week participatory, experiential workshop that brought together two groups of French students (one age 10 and the other age 16) to learn and teach each other about CC. Older students learned about the Conference of the Parties, COP21 Paris agreement and the IPCC climate findings and recommendations. Together the two groups developed greater understanding about CC, and proposed concrete environmental actions that they could undertake at home and in their local district to reduce greenhouse gas (GHG) emissions. We examine four products of their collaboration:● slide presentations that they created jointly, ● students’ written reflections on learning about sustainability and CC, ● the group’s list of proposed personal and family actions to decrease their carbon footprint, and ● notes from a meeting with local governmental officials. We draw inferences from these sources, and extract two recurrent themes in the students’ learning. These themes highlight a mismatch between youth’s sense of urgency to respond to the climate emergency and the older generation’s sluggish pace of addressing it. This article is a qualitative case study of a successful attempt to raise students’ awareness of sustainability and climatic issues, and to involve them in thinking collaboratively with others about the tasks ahead to address the problem of climate change from a local perspective.
<p><span>T</span><span>he need </span><span>to provide young citizens with the necessary skills to understand the causes of climate change is a common agreement among science communities and society. </span><span>It is important that students acquire the knowledge an</span> <span>competencies </span><span>t</span><span>o be able</span><span> to mitigate greenhouse gases emissions and </span><span>to </span><span>adapt </span><span>themselves</span><span> to the evolution of t</span><span>he earth biotope</span><span>.</span></p><p>&#160;</p><p><span>O</span><span>ur team has developed v</span><span>arious</span><span> tracks to initiate pupils an</span><span>d </span><span>students </span><span>to meteorological observations, h</span><span>elp them</span><span> understand the difference between climate and meteorology and finally handle scientific data</span> <span>of climate projections. We propose to build up a strategy </span><span>spreading from primary school to secondary school final year. </span></p><ul><li> <p><span>In primary schools pupils </span><span>are b</span><span>rought</span> <span>from the feeling</span><span>s they have </span><span> &#8220;it&#8217;s cold&#8230; it&#8217;s warm&#8230; it&#8217;s hot...&#8221; </span><span>to the measurement of meteorological parameters and the idea that regular measure</span><span>s</span><span> can lead to d</span><span>iscuss</span><span> the </span><span>average temperature in a place at a given date. </span></p> </li> <li> <p><span>Weather stations that acquire regular measurements are installed in </span><span>lower </span><span>secondary schools managed by classes </span><span>to</span><span> contribute to opendata. The schools involved in the project build a collaborative network where s</span><span>tudents</span><span> can approach the concepts of normal seasonal temperature </span><span>and the basis of weather forecast that help introduce the uses of models in meteorology and climatology. The meteorological environment i</span><span>s</span><span> also used to teach coding with </span><span>raspberry Pi </span><span>and meteorological sensors</span><span>.</span></p> </li> <li> <p><span>In higher secondary schools students have reached sufficient maturity to handle climate and climate change concepts. </span></p> <ul><li> <p><span>we provide climate projections data tables derived from computations made in research labs. The tables are simplified to be handled in class with spreadsheets but accurate enough to reconstruct valid figures l</span><span>ike</span><span>those that can be found in IPCC reports. To </span><span>arise student&#8217;s interest regional data focused on their living places are used.</span></p> </li> <li> <p><span>we have produced a method to accompany the students in a </span><span>role-play</span><span> imitating </span><span>a</span><span> Cop-Climate. This &#8220;EduCopClimate&#8221; lasts for a semester used to e</span><span>nter</span><span> the role of COP delegate for a group of countries and concludes by a COP </span><span>s</span><span>ession with</span><span> schools representing </span><span>a</span><span>t least 7 group of countries plus lobbies.</span></p> </li> </ul></li> </ul><p><span>Climate data are complex, not easy to use </span><span>and</span><span> in advanced formats that are not commonly used in schools. </span><span>There is a risk that secondary school teachers may feel that using s</span><span>uch</span><span> data is too complex or too time c</span><span>onsuming</span><span>. It is important to extract easy to use regional </span><span>climate </span><span>data </span><span>projections</span><span> a</span><span>nd make them available to schools. We d</span><span>erive from </span><span>French meteorological service web site 104 x104 km zones, at 8km grid, from 2006 to 2100 with all computations for all meteorological parameters. </span></p>
<p>I am Biology and Geology teacher in a high school and I teach for students between 15 and 18 years old. Geosciences are not very easy to understand because the concepts are complex. I try to interest my students by using different pedagogical materials including hands-on. At the end of the course, to make sure that they have a good understanding, I sometimes organize a meeting between my students and the children of a primary school. It is a way to assess them because if they are able to explain some geological issues to young children, they must before understand them.</p><p>Before the meeting, the elementary school teacher and I did an educational notebook for young children. We have planned 5 activities on the topic "plate tectonics"</p><ul><li>Explosive and effusive volcanism : children identify different types of volcanism by watching two short videos</li> <li>Study the volcanic rocks : children observe the rocks and look under a polarizing microscope</li> <li>Earthquake-resistant buildings: children use a model to understand how a building can withstand an earthquake</li> <li>The different kind of faults: children use a model to create different types of faults.</li> <li>Identify the movement of Plate tectonics: children use software to do this exercise</li> </ul><p>The meeting lasted two hours. It was a great moment for all the students. My student's job was to help the youngest to answer the questions on their notebooks. They had to explain clearly and simply and it was a very interesting exercise for them because they needed knowledge to do it. Young students asked a lot of questions, they were very curious and interested in this topic.</p><p>Here is an article in French. http://svt.spip.ac-rouen.fr/spip.php?article396</p><p>&#160;</p>
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